SpEd Paraprofessional - Affective Needs

Location:

EAC (Education and Administration Center)

Recruiting Start Date:

04/14/2025

Estimated Start Date:

08/05/2025

SpEd Paraprofessional Behavior independently implements behavior programs as instructed by behavior coordinator and/or IEP team and models behavioral programming for staff members who work with students with behavior problems.

Note: This position addresses current student needs at the specified school. If the current program/school should experience a change in student needs the individual filling this position may be required to change locations to another school where needs are demonstrated. This could occur at any time during the school year.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

• Reports consistently for work as scheduled

• Performs other duties as assigned

• Attains proficient or higher evaluations on established Performance Standards

• Obtains and maintains certifications necessary to support students with special needs

• Implements established student behavior plans in a neutral and professional manner

• Provides assistance in behavior management to include appropriate utilization of Nonviolent Crisis Intervention techniques

• Performs direct observation of students in order to assist with functional behavioral assessment of students with behavioral problems

• Collects maintains and charts behavioral data on students per established plan with behavior coordinator

• Maintains regular communication with students classroom teachers special education team counselors and administrators to identify changes/progress in behavioral interventions

• Communicates issues regarding the physical setting of the students school environment to include the timeout area to help ensure that it is appropriate for maximizing successful behavioral intervention for the student

• Organizes and reports behavioral data for students receiving behavioral services at meetings with school staff and parents and in IEP team meetings

• Informs appropriate school staff and/or behavior program coordinator of progress changes problems materials needed etc.

• Assists staff members at school in performance of activities associated with students behavior program when responsibility for behavioral programming is transferred to students home school

• Monitors/consults regarding established behavior programs that have been turned over to staff members at the students school

Knowledge Skills and Abilities:

• Ability to adapt to changing technologies and to learn functionality of new equipment and systems

• Ability to communicate effectively verbally and in writing

• Ability to create access input retrieve and manipulate information in various software systems

• Ability to establish and maintain accurate record keeping document management and filing systems

• Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors administrators coworkers staff students parents and the general public

• Ability to follow oral and written instructions

• Ability to greet and interact with the public in a courteous and professional manner

• Ability to maintain confidentiality

• Ability to manage simultaneous demands and set clear priorities

• Ability to work days hours locations and assignments as directed by the supervisor within the position responsibilities

• Ability to work independently without direct supervision

• Commitment to the education of students as a primary responsibility

• Communicates effectively with students and adults in a wide variety of settings

• Computer proficiency including office productivity applications

• Considerable knowledge of policies procedures and overall district functions

• Demonstrated ability to manage simultaneous demands and set clear priorities

• Demonstrated ability to work well with others in a team setting

• Demonstrates citizenship compassion courage discernment excellence honesty hope integrity patience perseverance reliability respect responsibility and trustworthiness

• Demonstrates effective organizational and time management skills

• Detailoriented

• Energetic creative innovative flexible

• Excellent cooperative collaborative and problemsolving skills

• Knowledge of office methods and procedures

• Knowledge of Special Education other educational programming and associated legal requirements as related to the needs of the students assigned to the teacher

• Promotes a positive climate culture and community

• Strong organizational interpersonal written listening and verbal communication skills

• Studentcentered and relationshipfocused

• Understanding of data privacy laws and their implications for the educational community

• Willing to be trained to carry out delegated nursing practices

• Willingness to participate in ongoing training as required

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not allinclusive.

• The noise level in the work environment may alternate among quiet moderate and loud.

• The incumbent is frequently required to interact in person and through communication methods with the students public and/or other staff.

• The incumbent is required to work scheduled school/work hours and/or days.

• The incumbent may be required to work extended school/work hours and/or days as directed.

• Work is generally performed in the school setting but could include observing/monitoring at the bus stop riding the bus while student is being transported and/or instructional settings within the community or students home during periods of transition.

• The incumbent may experience exposure to high noise levels associated with a classroom environment.

• The incumbent may experience the threat of direct or indirect personal harm or conflict situations.

• May occasionally experience verbal or physical threats from students.

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not allinclusive. All physical demands if listed are considered essential functions

• Sits stands walks stoops kneels and crouches/squats while performing duties

• Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices

• Uses eyes hands and finger coordination enabling the use of equipment and writing utensils

• Ability to meet the physical and selfhelp needs of students (toileting feeding dressing and transfers)

• Ability to physically restrain following the guidelines of Nonviolent Crisis Intervention an acting out student

• Ability to physically escort a student to various locations (i.e. timeout area)

• Ability to perform visual and auditory monitoring of student while in timeout/various locations

• Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift and may be higher for some assignments depending on position and student need; climb stairs ladders and/or stools; reach hold grasp and turn objects; use fingers to operate computer keyboards; feel the shape size and temperature of objects; and physically restrain students when necessary.

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not allinclusive. The staff member may be required to analyze communicate compare compile compute coordinate copy evaluate instruct negotiate synthesize reason and use interpersonal skills.

High school graduate high school diploma or equivalent

Compensation Range:

$20.2321.24

Scheduled Weekly Hours:

37.5

Hours per Day:

7.5 hour(s) per day

Number of Days per Year:

176 Days MF

Fulltime Regular

For more information on our benefits please visit Employee Benefits Academy District 20 .

FLSA Status:

United States of America (NonExempt)

How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:

• A current resume

Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting

Hiring Manager Email: